Multigrade Schools’ Management Practices and Academic Performance of Learners in Mathematics, Science, and Reading in a Resource-Constrained Rural Multigrade Environment.

Roger S Ledason; Jollie N Alson

doi:10.36948/ijfmr.2025.v07i04.51206

Multigrade Schools’ Management Practices and Academic Performance of Learners in Mathematics, Science, and Reading in a Resource-Constrained Rural Multigrade Environment.

Author(s)	Mr. Roger S Ledason, Prof. Dr. Jollie N Alson
Country	Philippines
Abstract	This study determined the Multigrade Schools Management (MSM) practices and Students’ Academic Performance (SAP) of learners in Mathematics, Science, and Reading (MSR) employing an embedded mixed method. Primary quantitative and qualitative data were gathered from twenty-four (24) multigrade schools. The respondents were forty-eight multigrade teachers and teachers-in-charge, while key informants through the Focus Group discussion were twelve (12) multigrade teachers and various stakeholders. The study was conducted in the Philippines on October 2024 to March 2025 in the five Districts in the School Division of the province of Antique. Average mean was used to describe the classroom practices; Pearson R correlation was used to determine the significant relationship between variables. The multigrade teachers taught lessons based on the Department of Education’s curriculum competencies, used integrated curriculums, and contextualized lessons. They promoted collaboration and positive behavior that created the best possible atmosphere for learning. However, these do not have much influence on the academic performance of pupils in Mathematics, Science, and Reading. Only Satisfactory (80-84) and Fairly Satisfactory (75-79) ratings dominated the academic performance of pupils. The resource allocation in multigrade schools was construed to be relatively adequate due to augmentation and creativity of teachers. Learning Materials (LM), Technical Equipment (TE), Infrastructure Support (IS), and internet connectivity need to addressed with urgency. Multigrade teachers had trouble in designing multiple lesson plans for multigrade levels. It is recommended that multigrade teachers should undergo special training in designing differentiated instruction. It is further recommended that parents and other stakeholders should be actively involved in the education of their children. Keywords: Multigrade school, management practices, student motivation and engagement, academic performance
Field	Sociology > Education
Published In	Volume 7, Issue 4, July-August 2025
Published On	2025-07-18
DOI	https://doi.org/10.36948/ijfmr.2025.v07i04.51206
Short DOI	https://doi.org/g9tz7m

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Multigrade Schools’ Management Practices and Academic Performance of Learners in Mathematics, Science, and Reading in a Resource-Constrained Rural Multigrade Environment.

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